Ocean Literacy - UNESCO
Ocean LiteracyThe Essential Principles and Fundamental Conceptsof Ocean Sciences for Learners of All AgesV E R S I O N 3 : F E B RUA RY 2 02 0
What isOceanLiteracy?Ocean literacy is an understanding of the ocean’sinfluence on you—and your influence on the ocean.AN OCEAN-LITERATE PERSON:understands the Essential Principles andFundamental Concepts about the ocean;can communicate about the ocean in ameaningful way; andis able to make informed and responsibledecisions regarding the ocean and its resources.This definition, the Essential Principles, and supportingFundamental Concepts were developed through a community-wide consensus-building process that established agreementamong hundreds of scientists, educators, and policy makersabout what every person should understand about the oceanby the time they graduate high school in order to developan ocean-literate society. The original purpose of the OceanLiteracy Campaign was to address the lack of ocean-relatedcontent in state and national science education standards,instructional materials, and assessments. This work had a significant impact, ensuring that ocean concepts are well-represented in A Framework for K–12 Science Education (NationalResearch Council [NRC], 2012) and the Next GenerationScience Standards (NGSS Lead States, 2013).The Essential Principles and Fundamental Conceptsdescribed in Version 3 of this guide (inside) represent contentthat does not fall neatly within traditional science disciplines,but rather supports a focus on integrated science. ManyFundamental Concepts illustrate more than one EssentialPrinciple. For example, Principle 4 lists only three FundamentalConcepts, however, several others from other EssentialPrinciples could be listed, as well. This demonstrates the interdisciplinary nature of ocean sciences. Educators can use theOcean Literacy Framework to fulfill and go beyond the NextGeneration Science Standards. It provides a vision for a coherent progression of learning about the ocean from the earliestgrades up through integrated science courses at middle andhigh school, and even into college.J O I N U S ! The Ocean Literacy Campaign is an ongoingprocess. To find additional ocean literacy resources andparticipate in fostering ocean literacy in your communityvisit www.oceanliteracyNMEA.org and join the NationalMarine Educators Association (www.marine-ed.org).DUMBO OCTOPUS. Photo: NOAA Ocean Exploration and ResearchOceanLiteracy:An understanding ofthe ocean’s influenceon you—and yourinfluence on the oceanEXAMINING ALGAE at the beach, Channel IslandsNational Park & National Marine Sanctuary. Photo: Claire Fackler,NOAA Office of National Marine Sanctuaries
Understandingthe Oceanis essential tocomprehendingand protectingthis planet onwhich we live.The Ocean is thedefining featureof our blue planet.Five great, interconnected ocean basins, theAtlantic, Pacific, Indian, Arctic, and Southern,make up the only ocean in our solar system, andcontain 97 percent of Earth’s water. The vaporreleased into the atmosphere returns as rain, sleet,and snow, ever replenishing the planet with freshwater. All life, including our own, exists because ofthe ocean. Our lives depend, now and forever, onthe health of the ocean. Understanding the oceanis essential to comprehending and protecting thisplanet on which we live.This guide presents a vision of an ocean-literatesociety. Along with the Ocean Literacy Scopeand Sequence for Grades K–12, the Alignment ofOcean Literacy to the Next Generation ScienceStandards, and the International Ocean LiteracySurvey, it outlines a framework for achievingOcean Literacy. These documents are practical,research-based resources to influence learningand teaching about the ocean throughout ourschools, museums, aquariums, science centers,parks, and other informal learning spaces. Severalhundred scientists and educators contributed tothe development of these consensus documents.They were used to ensure that ocean conceptsare represented in A Framework for K–12 ScienceEducation (NRC, 2012) and the Next GenerationScience Standards (NGSS Lead States, 2013).LIGHT TRAP. Photo: NOAA Ocean Exploration and ResearchSTUDENTS OBSERVE theanimals caught aboard theE/V Discovery in the ACE BasinNational Estuarine ResearchReserve. Photo: Erin Weeks,South Carolina Departmentof Natural Resources
Teaching About the OceanOcean Literacy FrameworkTThe ocean covers most of our planet, regulates ourweather and climate, absorbs vast amounts of carbondioxide, provides most of our oxygen, and feeds much of thehuman population. For decades, the ocean has absorbed theimpacts of our pollution, marine debris, habitat degradation,and overfishing. Now, climate change, ocean acidification, andmicroplastics threaten the health of the ocean in unprecedented ways.Improving public understanding of the importance ofthe ocean is key to resolving these complex issues that aredisproportionately devastating in communities of color andother marginalized populations. The more people know, themore they are willing to support policies to keep the oceanhealthy (Steel et al., 2005). Understanding complex systemslike the ocean is enhanced when learners use models andsimulations and engage in first-hand experiences (Tran,2009). Participating in real and virtual experiences withocean and coastal environments helps learners build personalconnections that motivate them to become ocean literateand act on behalf of the ocean and freshwater systems.Curriculum content, instruction, and assessments allderive from accepted standards. By ensuring that ocean sciences concepts are prominent in science standards, we canensure their incorporation throughout the K–12 educationsystem. Informal science educators and community-basedorganizations concerned about the health of our oceanplanet and about promoting science, environmental, andocean literacy can help school systems implement the NextGeneration Science Standards or other high quality sciencelearning goals to help their students and other stakeholdersbecome more ocean literate.he Ocean Literacy Framework comprises this guide, the moredetailed Ocean Literacy Scope and Sequence for Grades K–12,the Alignment of Ocean Literacy to the Next Generation ScienceStandards, and the International Ocean Literacy Survey. This guidedescribes the 7 most important ideas, or Essential Principles,about the ocean that everyone should know. The 45 FundamentalConcepts support and add detail to the Essential Principles.The Scope and Sequence then provides educators withguidance as to what students need to comprehend in GradesK–2, Grades 3–5, Grades 6–8, and Grades 9–12 in order to achievefull understanding of the Essential Principles. These progressions,represented as 28 conceptual flow diagrams that includecross-references, show how students’ thinking about the oceanmay develop in ever more complex ways across many yearsof thoughtful, coherent science instruction. The Scope andSequence was developed through an extensive, iterative processfrom 2006-2010. Over 150 individuals contributed to the effort.The Scope and Sequence was published in NMEA Special Report#3 on the Ocean Literacy Campaign (NMEA, 2010). This reportalso covered the history of the campaign to date, a summary ofrelevant educational research, and discussion of how to addressocean literacy topics in and out of the classroom.Alignment of Ocean Literacy to the Next Generation ScienceStandards (2015) shows the explicit, and sometimes nuancedrelationship between the Ocean Literacy Framework and theNext Generation Science Standards (NGSS). Because of the OceanLiteracy Campaign, many ideas about the ocean are included directlyin NGSS. In many other cases, the ocean ideas are not explicit, butare essential for learners to achieve full understanding of NGSSDisciplinary Core Ideas and Performance Expectations. This document is of critical importance to state science supervisors, districtscience coordinators, and adoption committees seeking to overcome the “terrestrial bias” in science instructional materials.The International Ocean Literacy Survey (IOLS) (2019) is acommunity-based measurement instrument that allows the comparison of levels of ocean knowledge among 15 to 17 year oldsacross time and location. The IOLS includes multiple choicequestions addressing the ideas about the ocean described bythe Ocean Literacy Framework. It is a research-based measurement instrument thoroughly tested for statistical reliability andcontent validity in multiple languages and countries. To learnmore, please visit national-ocean-literacy-survey.Development of the Ocean Literacy Framework was informedby current research on learning and teaching science, includingLearning Science in Informal Environments (NRC, 2009), TakingScience to School (NRC, 2007), and How People Learn (2000, 2018).The Ocean Literacy Framework has been used to guide the workof standards committees, curriculum designers, teachers, informalscience educators, assessment developers, professional developers,communications professionals, and scientists engaged in educationand outreach. See the Honor Roll at l for the names of those who contributedto all aspects of the Ocean Literacy Framework. Access the OceanLiteracy Framework at www.oceanliteracyNMEA.org.DEEP-SEA OCTOCORALS. Photo: NOAA Ocean Exploration and Research
About The Ocean Literacy CampaignTThe Essential Principlesof Ocean SciencesThe Earth has one bigocean with many features.The ocean and life in the oceanshape the features of Earth.The ocean is a major influenceon weather and climate.The ocean makesEarth habitable.The ocean supports a greatdiversity of life and ecosystems.The ocean and humans areinextricably interconnected.The ocean is largelyunexplored.JUVENILE WALRUS. Photo: NOAA Ocean Exploration and Researchhe Ocean Literacy Campaign is a wide-ranging, collaborative, and decentralized effort by hundreds of scientistsand educators to create a more ocean-literate society. TheCampaign largely focuses on influencing the education of ourK–12 students through implementation of the Ocean LiteracyFramework. These consensus documents provide formal andinformal educators and curriculum and program developerswith a “roadmap” that helps them build coherent and conceptually sound learning experiences for learners of all ages. Wecontinue to seek input from colleagues to expand the consensus on what is essential for learners to understand about ourocean planet, and about what tools educators need to continually improve the efficacy of our work.Impacts of the Campaign to DateSince its first publication in 2005, this guide has directlyinfluenced the content of A Framework for K–12 ScienceEducation (NRC, 2012) and the Next Generation ScienceStandards (NGSS Lead States, 2013), and brought aboutchanges in funding guidelines in several federal agencies.It has provided a framework for designing exhibits and programs in many informal science institutions, and served as thebasis of college courses and K–12 science instructional materials. Notably, it has inspired and served as a model for otherscience literacy guides (e.g., Climate, Energy, Great Lakes, Bayof Bengal, Mediterranean Sea) and been translated into multiplelanguages. Most importantly, the Ocean Literacy Campaign hasbrought about a change in the way we think. Understanding theimportance of the ocean, climate, and Earth systems is no longeron the margins of science education. It is essential. There is nowbroad agreement that you cannot be science literate if you arenot ocean literate!International DevelopmentsWhile the Ocean Literacy Framework was developed for usein the United States, it has inspired several other significantefforts around the world to achieve Ocean Literacy. OceanLiteracy conferences and meetings have been convenedin Portugal, Japan, Belgium, Chile, Australia, Fiji, and Italy.The International Pacific Marine Educators Network (2007),the European Marine Science Educators Association (2012),the Canadian Network for Ocean Education (2013), the KoreaMarine Educators Association, and the Asia Marine EducatorsAssociation (2016) have all formed expressly to promoteOcean Literacy. The European Commission has funded twolarge initiatives to spread Ocean Literacy across Europe(Sea Change and ResponSEAble). Canada, the United States,and Western Europe have joined together in a TransatlanticOcean Literacy initiative. UNESCO launched an Ocean LiteracyFor All — A Toolkit in 2018. Ocean Literacy is also a focus ofthe Galway and Belem agreements on scientific cooperationamong countries that border the Atlantic, as well as the UNDecade of Ocean Science for Sustainable Development.
OCEAN LITERACYEssential Principlesand Fundamental ConceptsFURTHER INFORMATIONPlease visit www.oceanliteracyNMEA.orgto find an online version of this documentas well as obtain updates, correlationsto education standards, and links to relatededucational resources.Literature CitedNational Research Council. (2000). How people learn: Brain, mind, experience and school.Washington, DC: The National Academies Press https://doi.org/10.17226/9853. NationalAcademies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners,contexts, and cultures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24783. National Marine Educators Association. (2010). NMEA Special Report#3: The Ocean Literacy Campaign. Retrieved from: eport. National Research Council. (2012). A framework for K–12 science education:Practices, crosscutting concepts, and core ideas. Washington, DC: The National AcademiesPress. https://doi.org/10.17226/13165. National Research Council. (2009). Learning sciencein informal environments: People, places, and pursuits. Washington, DC: The NationalAcademies Press. https://doi.org/10.17226/12190. National Research Council. (2007).Taking science to school: Learning and teaching science in grades K-8. Washington, DC: TheNational Academies Press. https://doi.org/10.17226/11625. NGSS Lead States. (2013). NextGeneration Science Standards: For states, by states. Washington, DC: National AcademyPress. Retrieved from: https://www.nextgenscience.org/. Steel, B. S., Lovrich, N., Lach, D.,& Fomenko, V. (2005). Correlates and consequences of public knowledge concerning oceanfisheries management. Coastal Management, 33, 37–51. Tran, L. (2009). Children and adults’understanding of ocean and climate sciences. Paper prepared for the committee for theReview of the NOAA Education Program. Retrieved from %20NRC%20paper.pdf.
1 The Earth has one big ocean with many features.C Throughout the ocean there is one interconnectedcirculation system powered by wind, tides, the forceof Earth’s rotation (Coriolis effect), the Sun and waterdensity differences. The shape of ocean basins andadjacent land masses influence the path of circulation.This “global ocean conveyor belt” moves waterthroughout all of the ocean basins, transporting energy(heat), matter, and organisms around the ocean.Changes in ocean circulation have a large impact onthe climate and cause changes in ecosystems.D Sea level is the average height of the ocean relative tothe land, taking into account the differences causedby tides. Sea level changes as plate tectonics cause thevolume of ocean basins and the height of the land tochange. It changes as ice caps on land melt or grow.It also changes as sea water expands and contractswhen ocean water warms and cools.E Most of Earth’s water (97%) is in the ocean. SeawaterTHE OCEAN FROM SPACE. This infrared image from the GOES-11satellite shows the Pacific Ocean. Photo: NASAA The ocean is the defining physical feature on our planetEarth—covering approximately 70% of the planet’ssurface. There is one ocean with many ocean basins,such as the North Pacific, South Pacific, North Atlantic,South Atlantic, Indian, Southern, and Arctic.B Ocean basins are composed of the seafloor and allof its geological features (such as islands, trenches,mid-ocean ridges, and rift valleys) and vary in size,shape and features due to the movement of Earth’scrust (lithosphere). Earth’s highest peaks, deepestvalleys and flattest plains are all in the ocean.has unique properties. It is salty, its freezing point isslightly lower than fresh water, its density is slightlyhigher, its electrical conductivity is much higher, and itis slightly basic. Balance of pH is vital for the health ofmarine ecosystems, and important in controlling therate at which the ocean will absorbF The ocean is an integral part of the water cycle andis connected to all of Earth’s water reservoirs viaevaporation and precipitation processes.G The ocean is connected to major lakes, watersheds, andwaterways because all major watersheds on Earth drainto the ocean. Rivers and streams transport nutrients,salts, sediments, and pollutants from watersheds tocoastal estuaries and to the ocean.H Although the ocean is large, it is finite, and resourcesare limited.
2The ocean and life in the oceanshape the features of Earth.A Many earth materials and biogeochemical cyclesoriginate in the ocean. Many of the sedimentaryrocks now exposed on land were formed in theocean. Ocean life laid down the vast volume ofsiliceous and carbonate rocks.B Sea level changes over time have expanded andcontracted continental shelves, created anddestroyed inland seas, and shaped the surfaceof land.C Erosion—the wearing away of rock, soil and otherbiotic and abiotic earth materials—occurs in coastalareas as wind, waves, and currents in rivers andthe ocean, and the processes associated with platetectonics move sediments. Most beach sand (tinybits of animals, plants, rocks, and minerals) iseroded from land sources and carried to the coastby rivers; sand is also eroded from coastal sourcesby surf. Sand is redistributed seasonally by wavesand coastal currents.D The ocean is the largest reservoir of rapidly cyclingcarbon on Earth. Many organisms use carbondissolved in the ocean to form shells, other skeletalparts, and coral reefs.E Tectonic activity, sea level changes, and the forceof waves influence the physical structure andlandforms of the coast.WAVES CRASHING on the shore of Big Sur. Photo: Steve Lonhart/NOAA Monterey Bay National Marine Sanctuary
3The ocean is a major influenceon weather and climate.A The interaction of oceanic and atmospheric processescontrols weather and climate by dominating the Earth’senergy, water, and carbon systems.B The ocean moderates global weather and climateby absorbing most of the solar radiation reaching Earth.Heat exchange between the ocean and atmospheredrives the water cycle and oceanic and atmosphericcirculation.C Heat exchange between the ocean and atmospherecan result in dramatic global and regional weatherphenomena, impacting patterns of rain and drought.Significant examples include the El Niño SouthernOscillation and La Niña, which cause important changesin global weather patterns because they alter the seasurface temperature patterns in the Pacific.D Condensation of water that evaporated from warmseas provides the energy for hurricanes and cyclones.Most rain that falls on land originally evaporated fromthe tropical ocean.E The ocean dominates Earth’s carbon cycle. Half of theprimary productivity on Earth takes place in the sunlitlayers of the ocean. The ocean absorbs roughly halfof all carbon dioxide and methane that are added tothe atmosphere.4The ocean makesEarth habitable.A Most of the oxygen in the atmosphere originally came fromthe activities of photosynthetic organisms in the ocean. Thisaccumulation of oxygen in Earth’s atmosphere was necessaryfor life to develop and be sustained on land.B The ocean is the cradle of life; the earliest evidence of life isfound in the ocean. The millions of different species of organismson Earth today are related by descent from common ancestorsthat evolved in the ocean and continue to evolve today.C The ocean provided and continues to provide water, oxygen, andnutrients, and moderates the climate needed for life to exist onEarth (Essential Principles 1, 3, and 5).KAINALIU TIDEPOOL. Photo: Claire Fackler/NOAA Office of National Marine SanctuariesHURRICANE HARVEY from GOES-16 satellite. Image: NOAACooperative Institute for Research in the AtmosphereF The ocean has had, and will continue to have, asignificant influence on climate change by absorbing,storing, and moving heat, carbon, and water. Changesin the ocean’s circulation have produced large, abruptchanges in climate during the last 50,000 years.G Changes in the ocean-atmosphere system canresult in changes to the climate that in turn, causefurther changes to the ocean and atmosphere.These interactions have dramatic physical, chemical,biological, economic, and social consequences.
5The ocean supportsa great diversity oflife and ecosystems.A Ocean life ranges in size from the smallest living things,microbes, to the largest animal on Earth, blue whales.B Most of the organisms and biomass in the ocean aremicrobes, which are the basis of all ocean food webs.Microbes are the most important primary producers inthe ocean. They have extremely fast growth rates andlife cycles, and produce a huge amount of the carbonand oxygen on Earth.C Most of the major groups that exist on Earth are foundexclusively in the ocean and the diversity of majorgroups of organisms is much greater in the ocean thanon land.D Ocean biology provides many unique examples of lifecycles, adaptations, and important relationships amongorganisms (symbiosis, predator-prey dynamics, andenergy transfer) that do not occur on land.E The ocean provides a vast living space with diverse andunique ecosystems from the surface through the watercolumn and down to, and below, the seafloor. Most ofthe living space on Earth is in the ocean.F Ocean ecosystems are defined by environmental factorsand the community of organisms living there. Ocean lifeis not evenly distributed through time or space due todifferences in abiotic factors such as oxygen, salinity,temperature, pH, light, nutrients, pressure, substrate,and circulation. A few regions of the ocean support themost abundant life on Earth, while most of the oceandoes not support much life.G There are deep ocean ecosystems that are independentof energy from sunlight and photosynthetic organisms.Hydrothermal vents, submarine hot springs, andmethane cold seeps, rely only on chemical energy andchemosynthetic organisms to support life.H Tides, waves, predation, substrate, and/or other factorscause vertical zonation patterns along the coast;density, pressure, and light levels cause vertical zonationpatterns in the open ocean. Zonation patterns influenceorganisms’ distribution and diversity.I Estuaries provide important and productive nurseryareas for many marine and aquatic species.BRITTLESTAR. Photo: NOAA Office of Ocean Exploration and Research
6The ocean and humans areinextricably interconnected.A The ocean affects every human life. It supplies freshwater(most rain comes from the ocean) and nearly all Earth’soxygen. The ocean moderates the Earth’s climate, influencesour weather, and affects human health.B The ocean provides food, medicines, and mineral and energyresources. It supports jobs and national economies, servesas a highway for transportation of goods and people, and playsa role in national security.C The ocean is a source of inspiration, recreation, rejuvenation,and discovery. It is also an important element in the heritageof many cultures.D Humans affect the ocean in a variety of ways. Laws,regulations, and resource management affect what is takenout and put into the ocean. Human development and activityleads to pollution (point source, nonpoint source, and noisepollution), changes to ocean chemistry (ocean acidification),and physical modifications (changes to beaches, shores, andrivers). In addition, humans have removed most of the largevertebrates from the ocean.E Changes in ocean temperature and pH due to humanactivities can affect the survival of some organisms andimpact biological diversity (coral bleaching due to increasedtemperature and inhibition of shell formation due toocean acidification).F Much of the world’s population lives in coastal areas.Coastal regions are susceptible to natural hazards (tsunamis,hurricanes, cyclones, sea level change, and storm surges).G Everyone is responsible for caring for the ocean.The ocean sustains life on Earth and humans must live in waysthat sustain the ocean. Individual and collective actions areneeded to effectively manage ocean resources for all.AN OCEAN GUARDIAN. Photo: Claire Fackler/NOAA Office of NationalMarine Sanctuaries.
7 The ocean is largely unexplored.A The ocean is the largest unexplored place on Earth—lessthan 5% of it has been explored. The next generation ofexplorers and researchers will find great opportunitiesfor discovery, innovation, and investigation.B Understanding the ocean is more than a matter ofcuriosity. Exploration, experimentation, and discoveryare required to better understand ocean systems andprocesses. Our very survival hinges upon it.C Over the last 50 years, use of ocean resources hasincreased significantly; the future sustainability of oceanresources depends on our understanding of thoseresources and their potential.A DIVER DOCUMENTS a structure, discoveredoff Midway Atoll by magnetometer survey, forany alien invasive species. Photo: Brett Seymour/NOAA Office of Ocean Exploration and ResearchD New technologies, sensors, and tools are expandingour ability to explore the ocean. Scientists are relyingmore and more on satellites, drifters, buoys, subseaobservatories, and unmanned submersibles.E Use of mathematical models is an essential partof understanding the ocean system. Models helpus understand the complexity of the ocean and itsinteractions with Earth’s interior, atmosphere, climate,and land masses.F Ocean exploration is truly interdisciplinary. It requiresclose collaboration among biologists, chemists,climatologists, computer programmers, engineers,geologists, meteorologists, physicists, animators, andillustrators. And these interactions foster new ideasand new perspectives for inquiries.
AcknowledgmentsThe initial Ocean Literacy Guide, published in 2005, wasthe result of a grassroots effort by the ocean sciencesand education communities.It started with a 2-weekonline workshop involving some 100 experts and thoughtleaders. The event was planned and coordinated byFrancesca Cava, National Geographic Society (NGS);Sarah Schoedinger, National Oceanic and AtmosphericAdministration (NOAA); Craig Strang, Lawrence Hall ofScience, and Peter Tuddenham, College of Exploration,with sponsorship from the NGS and NOAA. The workshopwas hosted by the College of Exploration, endorsed by theAssociation of Zoos and Aquariums (AZA) and The OceanProject, and promoted by the National Marine EducatorsAssociation (NMEA) and the Centers for Ocean ScienceEducation Excellence (COSEE). In addition, many oceanscientists and educators made significant contributions tothe development and review of the original guide.Since that time, numerous individuals, institutions, andorganizations have made substantial contributions tothe development, review, and promotion of additionalcomponents of the Ocean Literacy Framework includingCOSEE, NMEA, NOAA, the College of Exploration, theLawrence Hall of Science, and Sea Grant. For a completelisting of all the individuals who have contributed tothe development of the Ocean Literacy Framework,please visit our honor roll roll.National Oceanic and Atmospheric Administration (NOAA).(2020). Ocean Literacy: The Essential Principles andFundamental Concepts of Ocean Sciences for Learners ofAll Ages. Washington, DC. National Oceanic and Atmospheric Administration(NOAA), 2020Cover photo: composite photo features species from multiple ocean basinsand Island of Ofu in American Samoa, photo: Kip Evans.Third Version: February, 2020. www.oceanliteracyNMEA.org National Oceanic and Atmospheric Administration, 2020.Brochure design: Marty Ittner
ocean literacy can help school systems implement the Next Generation Science Standards or other high quality science learning goals to help their students and other stakeholders become more ocean literate. Ocean Literacy Framework The Ocean Literacy Framework comprises this guide, the more detailed Ocean Literacy Scope and Sequence for Grades K .
Traditionally, Literacy means the ability to read and write. But there seems to be various types of literacy. Such as audiovisual literacy, print literacy, computer literacy, media literacy, web literacy, technical literacy, functional literacy, library literacy and information literacy etc. Nominal and active literacy too focuses on
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UNESCO Office, Jakarta Publications 2006-2007 UNESCO Office, Jakarta www.UNESCO.or.id Jl. Galuh II no 5. Kebayoran Baru. Jakarta 12110 Tel: 62-21 7399818. Fax: 62-21 72796489 Email: Jakarta@unesco.org UNESCO Librarian : Rosinta P. Hutauruk (rp.hutauruk@unesco.org ) Basic Sciences (BSC) -2007 / 2006 Coastal and Small Island -2007 / 2006
4 Resolution 1.341, 7th session of the UNESCO General Conference, 1952 5 Document UNESCO/ED/149 of 4 February 1957 6 Document ED/MD/19, 1971 7 UNESCO's Associated Schools Project Network (ASPnet) - List of Participating Institutions, UNESCO 1997 8 Approved Programme and Budget for 1998-1999, Document 29 C/5, Paragraph 06028, UNESCO, 1998 1 1
2. The ocean and life in the ocean shape the features of Earth. 3. The ocean is a major influence on weather and climate. 4. The ocean makes Earth habitable. 5. The ocean supports a great diversity of life and ecosystems. 6. The ocean and humans are inextricably interconnected. 7. The
Five Major Oceans 1. Pacific Ocean (largest ocean, over 30% of Earth’s surface) 2. Atlantic Ocean (2nd largest) 3. Indian Ocean (3rd largest, mostly in Southern Hemisphere) 4. Arctic Ocean (north pole, smallest ocean) 5. Antarctic Ocean (south pole) The average depth of the
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